Expert-Rater Agreement and Inter-/Intrarater Reliability for the Furtado-Gallagher Computerized Observational Movement Pattern Assessment System.

Fundamental movement skills (FMS) play a crucial role in a child's motor skill development, as their mastery is related to the acquisition and mastery of specialized sport skills and to a child's general health through the prevention of weight gain and increased level of physical activity. Thus, the accurate and reliable measurement of FMS is of related importance. This article presents the results of two studies intended to assess expert-rater agreement and inter-/intrarater scoring reliability in the administration of a new observational FMS instrument, the Furtado-Gallagher Computerized Observational Movement Pattern Assessment System (FG-COMPASS). In Study 1, we found that four of the six scales that underwent modifications in a previous study yielded acceptable expert agreement, permitting their retention in the revised test, while the two remaining scales measuring side sliding and leaping yielded insufficient expert agreement, leading to their removal from the test. In Study 2, weighted kappa values reflected very good interrater agreement among three raters across two test administrations for the Locomotor and Manipulative subtests and the Total score (all skills combined). Future studies should (a) collect validity and reliability evidence for two additional skills planned for inclusion in the Locomotor subtest, (b) assess the impact of varying the number of trials given when assessing motor skill performances in life settings, and

The relationship of movement skills with habitual and organized physical activity in seven and eight-year-old children / Associação entre habilidades motoras e atividade física habitual e organizada em crianças de sete e oito anos / Asociación entre habilidades motrices y actividad física habitual y organizada en niños de siete y ocho años

PURPOSE: To verify the association of motor skills with habitual and organized PA partici-pation, and sedentary behavior for males and females. METHODS: The study employed a cross-sectional design in a sample of seventy-six second graders from a public elementary school in a Midwestern State. RESULTS: Mann Whitney and t-tests indicated gender differ-ences in FMS and PA variables. Spearman correlation analyses demonstrated that habitual PA was correlated to total FMS, and manipulative skills for boys. For girls, a significant associa-tion was present in organized PA and locomotor skills. CONCLUSION: Choice of organized physical activity seems to influence the development of FMS and affect habitual PA behavior differently in boys and girls.

OBJETIVO: Verificar as associações de Habilidades Motoras Fundamentais (HMF) com a participação em Atividade Física (AF) e comportamento sedentário em meninos e meninas. MÉTODO: O estudo utilizou um delineamento transversal em uma amostra de alunos de es-cola pública. RESULTADOS: Mann Whitney e testes-t indicaram diferenças de gênero na HMF e variáveis de AF e comportamento sedentário. As análises de correlação demonstraram que AF habitual esteve significativamente associada com HMF total e manipulação de objetos nos meninos. Para as meninas, associações significativas foram observadas entre AF organi-zada e habilidades locomotoras. CONCLUSÃO: A participação em AF organizada parece influenciar o desenvolvimento de habilidades motoras e o comportamento de AF habitual.

OBJETIVO: Verificar asociaciones entre las HABILIDADES MOTORAS FUNDAMEN-TALES (HMF) con la participación en Actividad Física (AF) y el comportamiento sedentario. MÉTODO: El estudio utilizó un diseño transversal en una muestra de estudiantes de escuela pública. RESULTADOS: Mann-Whitney y testes-t indicaron diferencias de género en varia-bles de HMF, AF y el comportamiento sedentario. Los análisis de correlación demostraron que la AF habitual estuvo significativamente asociada con HMF total y manipulación de obje-tos en los niños. Para las niñas, asociaciones significativas fueron observadas entre AF orga-nizada y habilidades locomotoras. CONCLUSIÓN: La participación en AF organizada parece influir en el desarrollo de las habilidades motoras y el comportamiento de la AF habitual.

Step-count guidelines referenced on 60-minutes of moderate/vigorous physical activity

The purpose of this study was to establish step-count guidelines for sixth-grade students and assess the ability of step-counts to discriminate between students achieving and not achieving 60-minutes of moderate to vigorous physical activity daily. 201 sixth-grade students completed the study. They wore a pedometer and an accelerometer at the waist level for one full day. ROC curves were used to establish step-count guidelines and determine the diagnostic accuracy of step-counts. Sixth grade students need 12,118 steps/day to reach adequate daily levels of physical activity. The AUC indicated good diagnostic accuracy of step-counts. Suggested step-count guidelines can be a useful tool for identifying children who need to increase their daily levels of physical activity. The step-count cutoff proposed in this study is adequate for discriminating between sixth grade students reaching and not reaching recommended levels of physical activity.

O objetivo deste estudo foi estabelecer diretrizes de passos por dia para estudantes da sexta série escolar e avaliar a possibilidade da contagem de passos para discriminar estudantes que atendem ou não a recomendação de 60 minutos diários de atividade física de moderada a vigorosa intensidade. 201 estudantes completaram o estudo. Ele usaram pedômetros e acelerômetros na cintura por 1 dia inteiro. Curvas ROC foram utilizadas para estabelecer diretrizes e precisão diagnóstica da contagem de passos. A AUC indicou boa capacidade diagnóstica da contagem de passos. Para atender níveis adequados de atividade física, 12.118 passos/dia são recomendados para estudantes da sexta série. Recomendações de contagem de passos sugeridas podem ser uma ferramenta útil para identificar crianças que necessitam aumentar seu nível diário de atividade física. O ponto de corte de passos/dia proposto neste estudo é adequado para discriminar estudantes de sexta série que atendem ou não níveis recomendados de atividade física.

El propósito de este estudio fue a establecerse directrices de pasos/día para los estudiantes de sexto grado y evaluar la capacidad de pasos/día para discriminar entre los estudiantes que alcanzan y no alcanzan 60 minutos de actividad física moderada a vigorosa. 201 estudiantes de sexto grado finalizaron el estudio. Ellos usaran un podómetro y un acelerómetro en el nivel de la cintura por un día completo. Se utilizaron curvas ROC para establecerse directrices y la exactitud diagnóstica de pasos/día. Para alcanzar un nivel adecuado de actividad física, se recomienda 12.118 pasos/día. El AUC mostró buena capacidad diagnóstica de pasos/día. Directrices de pasos/día sugeridos pueden ser una herramienta útil para la identificación de los niños que necesitan incrementar sus niveles de actividad física. El punto de corte de pasos/día propuesto es adecuado para discriminar entre los estudiantes que alcanzan y no alcanzan a los niveles recomendados de actividad física diario.

The reliability of classification decisions for the Furtado-Gallagher Computerized Observational Movement Pattern Assessment System--FG-COMPASS.

Mastery of fundamental movement skills (FMS) is an important factor in preventing weight gain and increasing physical activity. To master FMS, performance evaluation is necessary. In this study, we investigated the reliability of a new observational assessment tool. In Phase I, 110 video clips of children performing five locomotor, and six manipulative FMSs were developed. In Phase II, rating scales were developed, and their efficacy was evaluated by comparing judgments of 30 undergraduate students to a standard. The mean weighted kappa (.71) was considered good (range .51-.85). Of the 11 rating scales, 6 were modified, and 5 remained unchanged. This study sets the foundation for the development of a new observational scale to assess fundamental movement skills.

Hand rim wheelchair propulsion training using biomechanical real-time visual feedback based on motor learning theory principles.

BACKGROUND/OBJECTIVE: As considerable progress has been made in laboratory-based assessment of manual wheelchair propulsion biomechanics, the necessity to translate this knowledge into new clinical tools and treatment programs becomes imperative. The objective of this study was to describe the development of a manual wheelchair propulsion training program aimed to promote the development of an efficient propulsion technique among long-term manual wheelchair users. METHODS: Motor learning theory principles were applied to the design of biomechanical feedback-based learning software, which allows for random discontinuous real-time visual presentation of key spatiotemporal and kinetic parameters. This software was used to train a long-term wheelchair user on a dynamometer during 3 low-intensity wheelchair propulsion training sessions over a 3-week period. Biomechanical measures were recorded with a SmartWheel during over ground propulsion on a 50-m level tile surface at baseline and 3 months after baseline. RESULTS: Training software was refined and administered to a participant who was able to improve his propulsion technique by increasing contact angle while simultaneously reducing stroke cadence, mean resultant force, peak and mean moment out of plane, and peak rate of rise of force applied to the pushrim after training. CONCLUSIONS: The proposed propulsion training protocol may lead to favorable changes in manual wheelchair propulsion technique. These changes could limit or prevent upper limb injuries among manual wheelchair users. In addition, many of the motor learning theory-based techniques examined in this study could be applied to training individuals in various stages of rehabilitation to optimize propulsion early on.

Whole and part practice: a meta-analysis.

Motor learning textbooks provide specific recommendations for the use of whole and part practice during motor skill acquisition. Magill recommended basing decisions on Naylor and Briggs' hypothesis of task complexity and organization, while Schmidt and Wrisberg recommended basing decisions on skill classification. To evaluate the accuracy of these recommendations, a meta-analysis was conducted. Through a literature search, 44 articles were located, and 20 provided sufficient information to calculate effect sizes. Effect sizes were calculated using means for whole and part practice for acquisition and retention. Although several analyses were compromised by insufficient studies investigating whole and part practice, mean effect sizes generally supported motor learning textbooks. To better verify the empirical validity of recommendations for the use of whole and part practice, more studies are necessary.

Influence of exercise intensity on the decision-making performance of experienced and inexperienced soccer players.

The aim of this study was to examine the decision-making performance of experienced and inexperienced soccer players at four exercise intensities (rest, 40%, 60%, and 80% maximal aerobic power). The decision-making performance of inexperienced players was expected to demonstrate an inverted-U shape with increasing levels of exercise. For the experienced players, decision making was predicted to show no change in performance with increased exercise intensity. Thirty-two adult soccer players (16 experienced, 16 inexperienced) were asked to answer seven decision-making questions as quickly and accurately as possible for each exercise intensity. Results indicated that exercise does not affect the accuracy of decision making; however, the speed of decision making for experienced and inexperienced players improved with increased exercise intensity. These results suggest that physiologically induced arousal only affects speed of decision making.

Self-regulated cycling using the Children's OMNI Scale of Perceived Exertion.

PURPOSE: An estimation and production paradigm was used to determine whether clinically normal 8- to 12-yr-old female (N = 18) and male (N = 18) children could (a) self-regulate intermittent cycle ergometer exercise using a prescribed target rating of perceived exertion (RPE), (b) discriminate between target RPEs, and (c) produce intermittent target RPEs in both an ascending and descending sequence. METHODS: Overall body RPE was assessed with the Children's OMNI Scale (0-10). Subjects underwent (a) one orientation trial, (b) one estimation (E) trial, and (c) two production (P) trials. During E, RPE was estimated each minute of a progressive cycle ergometer test. During the 3-min intermittent P trials, subjects titrated cycle brake force to produce either an RPE sequence of 2 and 6 (ascending) or 6 and 2 (descending). The P trials simulated short, intermittent exercise typical of children's play. RESULTS: Oxygen uptake (VO2) did not differ between E and P at a target RPE of 2 (0.63 versus 0.66 L x min(-1)) and 6 (1.27 vs 1.21 L x min(-1)). Heart rate (HR) did not differ between E and P at a target RPE of 2 (104.1 vs 102.6 beats.min-1) and 6 (153.7 vs 154.5 beats x min(-1)). Both VO2 and HR were higher (P < 0.01) at a target RPE-6 than -2. Responses were not affected by gender or production sequence. CONCLUSION: Young female and male children were able to use the OMNI Scale to self-regulate short-duration intermittent cycle exercise intensity.

Voluntary upper-extremity movements in patients with unilateral peripheral vestibular hypofunction.

BACKGROUND AND PURPOSE: People with peripheral vestibular pathology demonstrate motor impairments when responding and adapting to postural platform perturbations and during performance of sit-to-stand and locomotor tasks. This study investigated the influence of unilateral peripheral vestibular hypofunction on voluntary arm movement. SUBJECTS AND METHODS: Subjects without known neurological impairments and subjects with vestibular impairments performed 3 voluntary arm movements: an overhead reach to a target, a sideward reach to a target, and a forward flexion movement through 90 degrees. Subjects performed these tasks under precued and choice reaction time conditions. During all tasks, body segment motion was measured. Head velocity measurements were calculated for the side task only. RESULTS: Subjects with vestibular loss restricted upper body segment motion within the frontal and transverse planes for the 90-degree and overhead tasks. Average angular head velocity was lower for the group with vestibular hypofunction. Task uncertainty (the introduction of a choice reaction time paradigm) differentially influenced the groups regarding head velocity at target acquisition. DISCUSSION AND CONCLUSION: Individuals with vestibular loss altered their performance of voluntary arm movements. Such alterations may have served to minimize the functional consequences of gaze instability.

Ratings of perceived exertion in active muscle during high-intensity and low-intensity resistance exercise.

This investigation compared ratings of perceived exertion specific to the active muscles used during resistance exercise (RPE-AM) using the 15-category Borg scale during high-intensity (HIP) and low-intensity (LIP) weight lifting. Ten men (23.2 +/- 3.6 years) and 10 women (21.8 +/- 2.7 years) performed 2 trials consisting of seven exercises: bench press (BP), leg press, latissimus dorsi pull down, triceps press, biceps curl, shoulder press, and calf raise. The HIP and LIP protocols were completed in counterbalanced order. During HIP, subjects completed 5 repetitions using 90% of 1 repetition maximum (1RM). RPE-AM was measured after every repetition. During LIP, subjects completed 15 repetitions using 30% of 1RM. RPE-AM was measured after every third repetition. RPE-AMs were greater (p